Dec 1 / Final Paper

 

 1

When it Comes From the Heart

Rohan Paleyanda

Starry Night by Vincent van Gogh shows a night sky filled with swirling patterns of blue and white. There are bright yellow swirling stars and a glowing crescent moon carefully added to the dark sky. Below the sky, there’s a small village with houses and rolling hills in the background. Mixed into the foreground is a tall, dark tree that stretches upward, almost touching the sky, but not quite, and it's an even darker contrast to the already dark night sky. The brushstrokes are thick and visible, giving the whole painting a sense of movement and texture and most importantly, life.

I chose this painting because it has always stood out to me as a really cool painting that has so much depth and meaning. I like how it’s not just a picture of the sky, as the title might suggest, because it’s full of many other aspects that make it a visually pleasing picture. You can tell Van Gogh put a lot of emotion into it, and it shows how powerful art can be when it comes from the heart. This painting feels calm and hectic at the same time, and that contrast is what really pulls me in. It makes me feel good when I look at it and inspires me to be creative as well.

I’d use this painting in a middle school art class to help students learn about creativity and expression through color and shapes. We could look closely at Van Gogh’s brushstrokes and talk about how he used lines and texture to make the sky look alive. Then, students could create their own version of the painting, changing the colors, shapes, or patterns to show a different mood or time of day. It would be a fun way for them to experiment and see how art can look totally different depending on the artist’s style and feelings, while expressing themselves at the same time.

 

2

 One of the Most Recognized Symbols of Art

Dean Vitale

The Mona Lisa is one of the most well-known and admired paintings in the entire world. It was painted by the Italian artist Leonardo da Vinci during the early 1500s, and it shows a woman sitting with her hands folded, looking directly at the viewer with a soft smile. What makes the Mona Lisa so special is how realistic and detailed it looks. The woman’s expression is calm and mysterious, and many people say her smile seems to change depending on how you look at it. The background behind her shows mountains, rivers, and winding paths, which give the painting a dreamlike feeling. Leonardo used a technique called ‘sfumato,’ which means blending colors and shadows so smoothly that there are no harsh lines. This makes the painting look soft and lifelike, as if the woman could start breathing at any moment. Even though the painting is small in size, it captures attention like few others, and it has become one of the most recognized symbols of art and beauty in the world.

I chose the Mona Lisa because it’s always been a piece of art that makes me curious. Whenever I see it, I find myself wondering what the woman is thinking or feeling. It’s incredible how something painted so long ago can still make people feel so many different emotions today. To me, the Mona Lisa represents mystery, beauty, and emotion all in one image. It reminds me that not everything needs to be explained—sometimes, the unknown is what makes something powerful. When I look at it, I think about how art can connect people from different times and places. Even though I live hundreds of years after Leonardo da Vinci, I can still feel the same wonder that people felt back then. The painting also inspires me personally because it shows how much detail and effort can go into one single piece of work. It makes me want to take pride in what I create and to remember that even small details can make something meaningful.

If I were to use the Mona Lisa to teach a class, I would focus on how art can tell a story without using words. I would start by showing the painting to my students and asking them what they notice first. Then, I’d encourage them to share how the woman’s expression makes them feel and what they think the artist wanted to show through her face. We would also talk about the history of Leonardo da Vinci and how his artistic techniques changed how people paint today. I would have students draw their own portraits inspired by the Mona Lisa, using shading and lighting to show emotion instead of just outlines. Finally, I would teach them how every piece of art can be interpreted differently, and that their own perspective is just as valuable as anyone else’s. Through this lesson, students would not only learn about art history but also about creativity, interpretation, and emotional expression.

 

 

 

3

 The Thinker: a lesson on self-reflection and goal-setting

Cooper Wyler

Auguste Rodin’s The Thinker is one of the most recognizable sculptures in the world. It shows a muscular man sitting on a rock with his chin resting on his hand, completely lost in thought. The details of his body, tight muscles, tense posture, and focused expression capture the feeling of deep concentration and inner struggle. The sculpture is made of bronze, which gives it a powerful, timeless look. Even though the figure is still, it feels full of energy, as if you can see his mind working.

I chose The Thinker because it reminds me of how much of life comes down to reflection and decision-making. Whether it’s figuring out my next step in college, thinking about my future in the automotive world, or working through personal challenges, I’ve always found myself pausing to really think things through. This sculpture connects to the way I operate, I like to plan, visualize, and approach life strategically. Even in the gym or when I was recovering from my thumb surgeries, I had to slow down and think about how to adapt and keep moving forward. The Thinker represents that mindset for me: strength through patience, focus, and mental clarity.

I would use The Thinker to teach a lesson on self-reflection and goal-setting for high school students. I’d start by showing the sculpture and asking students what they think the man might be thinking about. Then, I’d have them write or draw their own version of “The Thinker” based on something they personally reflect on, like a challenge, a dream, or a decision they’re working toward. I’d share how I relate it to my own life, like deciding on my career path or pushing through recovery after surgery. It would be a creative and personal way to show how art can express thought, emotion, and the strength it takes to pause and think before acting.

 

4

 

Andy Warhol: Mao (1972) 

Jackson Bass

Andy Warhol’s Mao (1972) is a portrait of the Chinese leader Mao Zedong, based on his official government photo. Warhol used bright colors and layered brushstrokes to turn a political figure into a pop icon. The piece combines photography and painting, showing Mao’s face in pinks, blues, and oranges, colors not meant to be realistic, but expressive. It’s both familiar and strange, political and pop at the same time. The repetition of Mao’s image across multiple versions reflects Warhol’s interest in mass production and how media shapes fame and power.

I chose this piece because it captures how art can mix politics, celebrity, and culture all in one image. I’ve always been drawn to how Warhol turned something serious like a world leader, into something that looks almost like fashion or advertising. It makes me think about how we view authority and influence through images. This piece stands out to me because it’s not just about Mao, it’s about how modern society reacts to powerful figures. It’s simple at first glance but really deep once you start thinking about it.

If I were to use this piece in a classroom, I’d teach a lesson about how media and art shape public perception. For example, in a 5th grade art or social studies class, students could compare Warhol’s Mao to the real photo it was based on and discuss how color, repetition, and style change meaning. It could also lead to a project where students re-imagine a modern public figure in a Warhol style portrait, learning how art can both reflect and question power, fame, and culture.

 

 

5

American Gothic

Kyle E. Urdan

American Gothic is a famous painting created by Grant Wood in 1930. It shows a farmer holding a pitchfork standing next to a woman, often believed to be his daughter or wife. They stand in front of a small wooden farmhouse with a pointed Gothic-style window, which gives the painting its name. The artwork is painted in a very realistic style, capturing the serious expressions of the two figures and the detailed textures of their clothing and surroundings. The scene represents rural American life during the Great Depression and has become one of the most recognizable images in American art.

I chose American Gothic because it has always reminded me of Chicago, where it’s displayed at the Art Institute. Growing up, I saw it many times and was fascinated by how simple yet powerful it looked. It feels familiar—like something you might see in the Midwest—and that connection makes it special to me. The fact that it’s such an iconic piece tied to Chicago’s art history makes it even more meaningful. I’ve loved it since I was a kid because it represents both where I’m from and the quiet strength of ordinary people.

If I were to use American Gothic to teach a lesson, I would use it in a middle school art or social studies class. In art, students could learn about realism and how artists use expression and detail to tell stories without words. In social studies, it could spark a discussion about the Great Depression, rural life, and how art reflects culture and history. This painting would help students see how art connects to everyday people and the world around them.

 

 

 

6

Claude Monet’s Water Lilies and Japanese Bridge

 Ellie Bukh

Claude Monet’s Water Lilies and Japanese Bridge is an oil painting created in 1899 that captures a lush pond filled with many lilies and an arched bridge in the artist’s own garden at Giverny, France. The painting blends blues, greens, pinks, and purples, in-layered brushstrokes that create the illusion of reflections shimmering across the water’s surface. The Japanese bridge is painted over the pond, surrounded by willows, lilies, and other plants. The way in which Monet painted reflection on the pond, blur the line between water and land. Rather than focusing on vivid detail, Monet captures the essence of the garden and allows viewers to picture the details of the flowers themselves. Monet’s style focuses less on detail and more on color and atmosphere. This piece transports viewers to France giving them the sense of standing in his beautiful garden.

I have always been a fan of Claude Monet, and this summer, while visiting France, I had the chance to see his garden in person. Standing on the real bridge and pond that inspired his paintings was incredible. Walking through his garden felt like stepping inside the painting itself. The same bridge still curves over the water, and lilies still float on the pond just as Monet painted them. Seeing his actual surroundings made the painting come alive. The colors of the garden, the stillness of the water, and the lilies
looked exactly as he captured them. Experiencing the garden firsthand made me appreciate how deeply Monet observed the world around him. His ability to transform simple, everyday nature into art and use the space outside his home as his studio. It reminded me that art can come from paying close attention to our environment and expressing what we see and feel.For me, this piece represents tranquility, beauty, and the connection between creativity and nature. Monet’s Water Lilies and Japanese Bridge embodies mindfulness and the power of slowing down long enough to truly notice the world around us.

I would use this painting to teach a 3rd-grade art and science lesson focused on observation and color. The goal would be to help students practice noticing the world around them and appreciating nature. We would begin by studying Monet’s painting and pointing out the different plants visible in the scene. I would ask students to identify the colors Monet used and discuss how those colors help create the feeling of a garden. This warm-up would strengthen their close-looking and analytical skills. Then, I
would take the class outside with paper and crayons and encourage them to “think like Monet.” Students would observe everything they notice outdoors such as small plants, textures, shadows, and details and sketch what they see. The activity would invite them to slow down, pay attention to the environment, and express their appreciation for nature through art. In fast-moving world, a lesson on Monet’s garden offers a perfect reminder that art can help us pause, look more closely, and reconnect with what’s right in front of us.

 

 

7

 Farmhouse in Provence

Lainey Szalavetz

I chose the piece Farmhouse in Provence by Vincent Van Gogh. The rural landscapes of southern France inspired this piece. The painting illustrates a secluded farmhouse partly hidden behind a brick gate, surrounded by empty fields, tall grass, trees, and flowers. In the distance, there are small mountains and a bright sunny sky.  There is also a man, painted from the back, walking through the grass, creating a connection between people and nature. Van Gogh used very bright and warm colors such as yellows, greens, and oranges, as well as textured and thick paint, to make the landscape feel very vibrant. 

    I chose Farmhouse in Provence simply because I find it very calming and peaceful. Many of Van Gogh’s other famous paintings, such as The Starry Night or Wheatfield with Crows, are intensely dark, but this piece feels much softer and lighter. The simple rural setting, painted in warm colors, creates a sense of tranquillity. This painting stands out to me because it shows a different and much more gentle side of Van Gogh’s skills. 

    I would use this painting to teach a Grade 4 class a lesson that combines art and writing. I would begin by showing the painting and guiding students through a class discussion on the connection between colors and mood, asking questions such as “Which colors stand out to you most?”, “How do these colors make you feel?”, and “What message do you think the artist was trying to convey?”. After the discussion, students would create their own landscape piece inspired by Farmhouse in Provence, using expressive colors and noticeable textures. Once they have completed their painting, they would write a short essay explaining how the colors and textures they used helped express emotions or messages in their piece. This activity would encourage students to connect art with written expression and increase their ability to creatively interpret visual choices. 

 

8

Oak Tree, Snowstorm, Yosemite National Park - Ansel Adams

Matthew Caruso  

The piece is a photo taken by the famous photographer Ansel Adams of a snowstorm in1948 at Yosemite National Park in California. The photo beautifully captures the bear branches and snow hanging from them during the famously harsh winters at Yosemite. It is shot directly beneath one tree head-on, but the background shows the forest behind it, almost surrounding the focal point of the image.

Growing up, my parents always liked Ansel Adams' art as they appreciated the authenticity and beauty of his images. I remember having a book of his photos on our coffee table and looking through those as a kid. This piece is particularly significant tome, as I grew up in harsh winters similar to the one depicted. I am also struck by Adams capturing this in 1948, as I know he was an environmentalist advocate, and fast-forwarding nearly 80 years, climate change has led to many extreme weather events since the time of this photo.

I would use this photograph to teach students about using symbolism in realistic art. There is a misconception that abstract and modern art often has more profound meaning and symbolism, while photography is simply what is visible in plain sight. However, Adams was making a statement with this photo showing severe weather issues in California such as this one. An image of a forest without leaves due to harsh conditions symbolizes the effects of climate change and its ability to wipe out life, including those leaves.

 

 

 9

Starry Night

 

Luke Kelly 

Starry Night by Vincent Van Gogh was painted in 1889. It shows a night scene that has swirling yellow moon and stars over a town. It is supposed to show what he saw as he looked out of the window of the asylum that he was in. It is an oil painting on a canvas. The way that he painted it makes it seem as if the sky is moving. The sky is really dark and the moon and stars are yellow, while the rest of the town is dark so the sky really stands out. They sky is really vibrant while the town is really calm.

I chose this piece because it is iconic. Everyone knows Starry Night. I remember it was on the wall in one of my favorite high school classes, and in middle school art class we had to do a lesson on it. We learned about Vincent Van Gogh and I always thought he had an interesting life. The story behind the painting makes it seem even more interesting because of what he was going through when he was creating it, so I think that the painting is his way of expressing his emotions. 

If I would use Starry Night to teach a lesson, it would be to older kids, either middle school or high school. I would have them try to express an emotion through their art. I would also teach them about brush strokes so that they could make a piece of art that seems like it is moving, just like the sky in Starry Night. I would teach them about Van Gogh's life and his struggles, and ask them to connect that to their own life when they were deciding which kind of art to create. 

 

 10

Reflections of Clouds on the Water-Lily Pond

Calissa Kim

I chose Claude Monet’s iconic Reflections of Clouds on the Water-Lily Pond as my art piece. It is a depiction of the pond he had in his own backyard, with a sort of abstract style that is immediately recognizeable. The water lilies actually inspired a lot of Monet’s artwork. The lilies are portrayed in a way that focuses on how he personally felt when experiencing them, rather than the physical reality; and he did this by playing with light and colors as well as looser brush strokes and larger canvases.

The reason I chose this piece is because I have actually seen it in real life at the MoMa Museum in New York. The feeling of peace and satisfaction I felt when I laid eyes on this stunning piece of art for the first time was unexplainable and I felt a sense of joy. This is honestly what Monet wanted his water lilies to portray, because he started these series of paintings simultaneously as World War I was happening. He wanted to find beauty and peace amid the madness going on in the world around him. I enjoy that Monet uses such large canvases and fills them completely without a skyline or sense of horizon because it emphasizes the beauty even more and allows the viewer to focus on the true nature of the water lilies. The subtle gentleness of the reflections of the lush, pink clouds on the delicate water lilies portrayed so beautifully through oil paint is genuinely something I think everyone should see at least once.

In order to teach a lesson with this art piece, to anyone in any grade level or subject, is that there is always beauty no matter how ugly life may seem. To find such beauty, you shouldn’t be chasing after it or longing around for it to eventually come to you. Rather, you need to continue living life and working on your best self because then, that’s when you may realize that the true beauty was quite literally in your own backyard, or under your nose the whole time.

 

  

 11

 Bridge over a Pond of Water Lilies

Boris Momtchev

The artwork I chose is Bridge over a Pond of Water Lilies by Claude Monet, painted in 1899 using oil on canvas. The piece shows a peaceful Japanese-style wooden bridge across a pond filled with green lily pads and pink flowers. The surface of the water reflects the surrounding plants, creating a dreamy and layered feeling. Monet uses soft brushstrokes and a color mix of greens, blues, and pinks to create a calming and natural atmosphere. The painting clearly depicts the Impressionist style. We see this through the movement and beauty of nature rather than sharp details and edges.

I chose this piece because it has always made me feel relaxed and grounded. The painting reminds me of quiet places in nature where everything slows down and feels peaceful. I love how Monet manages to capture such a simple moment while making it feel magical and full of life. The reflection in the water of the plants create a feeling of connection that stands out to me more than other artworks. This painting is neither loud nor dramatic, instead its beauty comes from its aura. That peaceful feeling is what makes this painting significant to me.

I would use Bridge over a Pond of Water Lilies to teach a lesson about observing nature and Impressionism to a 5th-grade art class. Students would first learn how Monet painted outdoors to capture the feeling of actually being there. Then, I would take them outside to observe an area on campus that is peaceful and lucios. I would ask them to sketch what they see using soft colors and quick brush-like strokes just like Monet. This will help my students understand that art can be inspired by their surroundings and that they can express mood through color and texture.

 

 

 

 

12

The Great Wave Off Kanagawa, Katsushika Hokusai (1831) 

Elena Faz Garza 

The artwork I chose is The Great Wave off Kanagawa by Japanese artist Katsushika Hokusai. Created in the early 1830s, this woodblock print depicts an enormous curling wave towering over three small fishing boats as Mount Fuji rises calmly in the background. The composition is dynamic and powerful: the wave’s foam forms claw-like shapes, suspended as if moments from crashing down, while the boats tilt and strain against the ocean’s force. Cool blues dominate the color palette, contrasted by the soft beige of the boats and the muted white of the mountain. Although it is a relatively small print, the piece conveys immense movement, tension,and energy, capturing the delicate balance between nature’s beauty and its overwhelming power.I chose The Great Wave off Kanagawa because it has always felt deeply connected to both my identity and my love for the ocean. 

As someone who studies marine biology and spends so much time learning about and being in the water, this piece feels like a visual echo of everything the ocean represents: strength, mystery, calm, and chaos all at once. When I first encountered the piece, I remember being struck by how small the people and boats are compared to the enormous wave, yet they continue forward. That balance of vulnerability and resilience reminds me of my own experiences in both academic and personal life. I also appreciate how widely recognized the piece is, despite its fame, it still feels intimate to me, like a quiet reminder of the ocean’s power and the steadiness it gives me.

I would use this artwork to teach a multidisciplinary lesson to a 4th-grade class that combines art, science, and emotional learning. First, students would observe the print and describe what they notice about the wave, the boats, and the mood of the piece. Then, connecting to science standards, I would introduce a mini-lesson on wave formation, ocean currents, and how wind and weather create large swells (using the artwork as a starting point to make the concepts more engaging). Finally, I would guide a discussion on emotions and resilience, asking students how they think the people in the boats might feel and how we “ride the waves” in our own lives. Students would finish by creating their own artwork that represents a challenge they have overcome, blending creativity with reflection and scientific understanding.

 

 

 

13

 Starry Nigh: The coexistence of disorder

Jake Dorn

The artwork I chose is Starry Night by Vincent van Gogh which he created in 1889. The artwork shows a small village located under a dynamic celestial display which unites bright blue colors with starlight and dynamic brushwork to generate intense emotional effects. The painting displays Van Gogh's distinctive artistic approach through its combination of strong color differences and heavy paint texture and energetic drawing techniques which produce deep emotional effects.The cypress tree extends its branches toward the sky to connect between the ground and celestial realm while the hills and houses create a peaceful atmosphere. 

The artwork Starry Night holds special meaning for me because it presents emotions through visual elements instead of showing a typical landscape. The artwork creates an unmatched bond with me because it generates new emotional responses whenever I watch it. The artwork holds personal value because it depicts the coexistence of disorder and serenity which matches my experiences when handling various aspects of my life. The painting shows that intense unpredictable elements create stunning beauty through its turbulent sky.

  The artwork presents a dual nature which makes it both comforting and captivating to me since it started my artistic journey. I would use Starry Night to teach a lesson by adding it to a middle school language arts or social-emotional learning curriculum. Students need to study the painting before they write a short reflective paper about their emotional reactions to the artwork while learning to describe art through personal expression. The artwork serves as a beginning point to study artist emotional expression through art while examining mental health effects on creative processes.

 

14

Les Demoiselles d’Avignon

 

 

Eric Kastner     

Les Demoiselles d’Avignon (1907) is a large oil-on-canvas painting by Pablo Picasso featuring five female figures arranged in a tight, flattened space. The figures are rendered in sharp, angular forms, with fractured bodies and mask-like faces that break away from traditional realism. The two women on the right have features inspired by African masks, while the others reflect more classical or Iberian influences. The background feels shallow and unstable, with tilted planes and abrupt color shifts. The palette includes pinks, blues, ochres, and grays, giving the scene a tense, almost confrontational energy. The women stare directly at the viewer, creating a sense of immediacy and discomfort that defines the painting’s radical style.

I chose Les Demoiselles d’Avignon because it represents a bold turning point in art—one where an artist deliberately breaks the rules to create an entirely new visual language. The painting feels disruptive in the best way, and that sense of confrontation resonates with me. The figures’ direct gaze challenges the viewer, flipping the dynamic of who is truly being observed. I’m drawn to that challenge, and to the courage it takes to abandon familiar forms for something risky and new. This piece feels significant to me because it mirrors moments in my own life where I’ve tried to push outside of what feels safe, whether in school, creative projects, or work at the museum. It reminds me that meaningful change often looks chaotic before it becomes beautiful.

I would use this artwork in a high school art or humanities lesson to explore how artists respond to cultural and historical shifts. I’d begin by showing the painting and asking students what feels “normal” and what feels intentionally distorted. Then we’d discuss how artists challenge traditions and why breaking visual rules can open new creative possibilities. After that, I’d have students create their own interpretation of a familiar figure or scene using fragmentation, distortion, or bold perspective shifts—encouraging them to experiment the way Picasso did. The lesson would emphasize critical thinking, creativity, and visual literacy, helping students understand that art is not just about representation, but also about questioning norms and imagining new ways of seeing the world.

 

 

 

15

Mona Lisa 

Benjamin Greenstein

The Mona Lisa was painted by Leonardo Da Vinci between the years 1503 and 1519. Today, it is one of the most recognizable pieces of art and is situated in the Louvre Paris. The portrait illustrates a women sitting down, often believed to be Lisa Gherardini, with her hands gently folded and her body turned slightly toward the viewer. Its background shows a dreamlike landscape of winding paths, distant mountains, and overall beautiful environment. She has a small, almost mysterious smile that people still talk about today. The colors are soft, and nothing in the picture feels too sharp or bright. Even though the painting is over 500 years old, it looks peaceful and modern.

I chose this piece because it’s the one painting everyone knows, even if they don’t know much about artwork (including myself). There’s something interesting about how simple it looks, yet it still captures people’s attention after so many centuries. To me, the painting feels like a reminder that not everything needs to be loud or dramatic to be powerful. Sometimes, simplicity and beauty sends a more significant message then anything drastic and over stimulating. 


If I were to teach a lesson using the Mona Lisa, I would use it in a middle- or high-school class to talk about observation and viewing skills, as well as sharing opinions. I’d ask students to write down everything they notice in the painting, even small details. Then we’d compare answers and see how differently each person viewed the same picture. This would help teach students that people can look at the same thing but focus on different details, whether its micro details or macro details. I believe this skill can transfer into reading, writing, and even everyday life, as we all could benefit from understanding different perspectives (from sharing each others observations) as well as think critically to deeper messages behind anything, instead of looking at things surface level.  The painting becomes a simple way to show how everyone can see the world differently, use that as a way to share perspective and learn from one another, as well as apply critical thinking to understand deeper messages. 

 

 

 

 16

 “The Persistence of Memory”

Dylan Joyce

The art piece I chose is Salvador Dalí’s “The Persistence of Memory” (1931), a surrealist painting best known for its melting clocks draped across a barren landscape. The scene feels dreamlike: soft, distorted clocks lie over a tree branch, a strange biomorphic figure, and a hard, rectangular platform, all set against a quiet beach with distant mountains. Dalí’s precise, almost hyper-realistic style contrasts with the bizarre, illogical forms in the foreground, creating a piece that challenges our sense of time, reality, and logic. The painting’s stillness, combined with its surreal distortions, makes it both unsettling and fascinating.

I chose this piece because it’s one of the few artworks that made me stop and truly think the first time I saw it. Unlike many traditional paintings, Dalí’s work doesn’t tell you what it means, you have to interpret it yourself, which makes the experience personal. For me, the melting clocks symbolize how time can feel flexible, especially in dreams or stressful periods, and that idea has always stuck with me. This piece stands out because it questions something we usually take for granted, and it reminds me that art can challenge our assumptions while also being visually captivating.

To teach a lesson with this artwork, I would use it in a middle school language arts class as a prompt for creative writing. Students could study the painting and write a short story that explains the strange world Dalí created, why the clocks are melting, who the mysterious creature might be, or what happens just beyond the frame. This activity would strengthen descriptive writing, imagination, and interpretation skills, while also showing students how visual art can inspire narrative thinking and deeper creativity.

 

 

 

17

 The Red Studio

Kaylee Cheung

            The art piece I chose is The Red Studio by Henri Matisse. The painting is almost completely red with different portrayals of his paintings around his studio. There are outlines of different furniture pieces that convey his work area. Some of the pieces include a vase, canvases, tables, chairs, easels, dressers, tables, and a clock. The paintings and furniture clash with the abundance of red, allowing them to pop and grab the viewer’s attention.

            I chose this piece of art because it is probably my all-time favorite painting. I am a huge fan of Henri Matisse, but The Red Studio speaks to me the most. I love the minimal use of colors with a sort of maximalist look with the crowded art fragments scattered around the room. I also saw the painting at MOMA this summer, so that experience refreshed my infatuation for this painting. This painting is significant to me because it, in a way, depicts how I think and feel.

            I would use The Red Studio to teach a lesson explaining the use of both the color wheel and color theory. I would also emphasize that sometimes the less is better in terms of color, whereas sometimes a busy area with some empty space becomes more impactful. Though some painting seems so simple, oftentimes there are hidden meanings behind it. Art is abstract and has no rules or boundaries, so just create whatever comes to mind and allow your hand to drift across the canvas. Anything can be good art if you put your mind to it.

 

 

 

18

 

The Subjectivity of Time

 Lauren Kadosh

 

Persistence of Memory by Salvador Dalí depicts melting clocks draped across a dream-like, deserted landscape. Ants crawl across the face of one clock, and at the center lies a distorted future of a human profile. This painting feels surreal and is quite unsettling, almost like a moment taken directly from a vivid hallucination or a nightmare. Dalí’s use of melting forms combined with an empty space gives the piece an eerie quality. Perhaps the artist means to convey that time itself has lost all structure and meaning. 

I chose this piece because I find its meaning incredibly powerful. It is the closest visual simulation of a dream that I have ever encountered. I appreciate how every detail in the painting carries symbolic weight. For example, the ants covering the pocket watch symbolize decay, reminding us that deterioration of all things is inevitable. The distorted figure lying on its side appears to represent Dalí himself, suggesting that the painting may be a glimpse into his unconscious mind, possibly an intimate look at the fears he wanted to express but could not seem to capture in words. 

I would use this piece to teach a lesson about how art can explore abstract concepts such as time, memory, and the subconscious. This lesson would be ideal for upperclassmen students who could compare how time feels in everyday life against how it feels in dreams or more emotion-heavy moments. We could discuss how objects in dreams appear different from reality, just as Dalí’s clocks appear to be soft and melting instead of hard and solid. Students could create their own surreal art that expresses a concept or feeling they are passionate about and use symbolic objects to represent it. This lesson encourages creativity, individual interpretation, and critical thinking about how art communicates ideas beyond the surface level.  

 

 

 

19

 Starry Night

 

Bobby Washington

The art piece I chose is Starry Night by Vincent van Gogh. It is a painting of a night sky filled with bright, swirling stars. The sky looks like it is moving because of the curved lines and bold colors. Below the sky, there is a small town with quiet houses and a tall church tower. On the left side, there is a large, dark tree that reaches up toward the sky. The colors are strong, with deep blues, bright yellows, and soft greens. 

I chose Starry Night because it always catches my attention, and it makes me feel calm but excited at the same time. I like how the painting looks alive, like the sky is dancing. It is special to me because it shows how art can turn simple things like stars and a town into something magical. I also chose this piece because Vincent van Gogh is one of the most well-known artists in the world, and this painting is one of his most famous works. It inspires me to look at ordinary things in a new way. 

I would use Starry Night to teach a lesson about feelings and creativity to a 3rd-grade class. I would show the students the painting and ask them how the colors and shapes make them feel. Then I would teach them how artists use lines and colors to show emotions. After that, the students would get to make their own “night sky” pictures using crayons or paint. This lesson would help them understand art while also expressing their own ideas and emotions.

 

 

 20

  “The Scream”

Rae Flores

For my painting, I chose “The Scream” by Dutch artist Edvard Munch. It is composed with oil, tempera, and pastel on a cardboard canvas, making it a multimedia piece. It depicts a ghost-like figure screaming with his hands clasped on his head standing near the center of a bridge over a lake, framed by swirls of a red, orange, and yellow sunset in the background. The expressionist style of rough, brisk strokes of dark colors in combination with the whirls of the sunset and lake contribute to surreal, dream-like feeling of the painting, while the unique one-point perspective of the piece places emphasis on the gaunt and horrific expression of the figure in the center

I chose this painting because of the raw emotion it manages to convey to the viewer. Out of all the famous art pieces I have seen, I am always drawn back to the unease and chaos of “The Scream” that we so often feel on the inside, but rarely express on the outside. As a visual artist myself, I always try to convey emotion in my pieces- although sometimes it can be very difficult to convey exactly what I’m feeling through my art at times. “The Scream” reminds me of the importance of human expression, whether it be through art, music, dance, or writing, and always inspires me to channel my inner feelings when I am creating. 

If I were to teach a lesson using this painting, I would teach it on emotional expression through art to a middle school class. Students could start by analyzing the painting and discussing any emotions it may bring up, as well as how the media and style contribute to the expression. Then, I would lead an activity where students represent an emotion of their choice through artwork, using any form and style of their choice. I would then provide the opportunity for students to share their artwork with the class, hopefully encouraging bonding through expression.

 

 

 

21 

The Two Fridas

Bella Grippo

The Two Fridas by Frida Kahlo is a powerful oil painting created in 1939 that shows two versions of Frida sitting side by side, holding hands. One Frida is dressed in a white Victorian-style dress, while the other wears a colorful traditional Mexican outfit. Both figures have exposed hearts, but the heart on the Frida in white is cut and bleeding, while the heart on the Frida in traditional clothing is intact and holding a small portrait. The background is a stormy, cloudy sky, which adds a dramatic mood to the piece. The visible veins and detailed imagery make the painting feel raw, emotional, and deeply personal.

I chose this piece because it represents inner conflict and identity, which are things many people, including myself, experience. Frida Kahlo's life was full of emotional and physical hardships, and this painting illustrates the concept of being divided between two selves. It is important to me because it simultaneously expresses feelings of strength, self-acceptance, and insecurity. This piece of art sticks out to me among many others because it feels vulnerable and honest, and it serves as a reminder that it's acceptable to have different aspects of yourself.

I would use this artwork to teach a middle or high school lesson on identity, emotions, and self-expression. Students could discuss what The Two Fridas might represent and how art can express inner feelings without using words. Then, I would have them create their own artwork showing two sides of themselves, such as their public self and private self or their strengths and challenges. This would help students build self-awareness while exploring creativity through art.

 

 

 

22 

A Sunday on La Grande Jatte 

Matthew Silva

Georges Seurats A Sunday on La Grande Jatte is a large painting from the late eighteen hundreds that shows people spending a calm day by the river in Paris. At first, it looks like a peaceful scene with families walking, people relaxing, and boats in the water. But when you move in close, you can see that the entire image is made from tiny dots of color placed with careful intention. When I saw the painting in person, I was amazed by how much detail went into it. A museum guide explained how the artist planned every small mark and how he used color in a very thoughtful way. Looking up close made me realize how much patience and precision the artist used to create what seems like a simple moment.

I chose this piece because seeing it in person made a big impact on me. Before that, I had only seen it in a movie (Ferris Bueller's Day Off), and I never understood why it was considered so important. Standing in front of it, I could see the scale, the colors, and the tiny dots that brought the scene to life. Hearing the guide talk about Seurats long process helped me understand how much time and focus he put into it. That experience stayed with me because it showed me how something great can come from careful work and attention to detail. It made me appreciate art in a much deeper way than I expected.

If I used this painting to teach a lesson, I would focus on the idea that small parts can come together to create something bigger. For younger students, I would show how dots can form a full picture and let them try it themselves. For older students, I would use it to talk about color, patience, or how artists can change the way people see the world by trying new methods. I would show the painting both from far away and up close so the class could understand the difference. This approach would help students see how details matter and how they can shape the final result in any subject.

 

 

 

23

 

When It Speaks Without Words

Charles Meyer

The artwork I selected for this assignment is The Great Wave off Kanagawa by Katsushika Hokusai. The artwork depicts an enormous wave that towers above wooden boats while Mount Fuji remains serene in the background. The wave appears to be living because of its pointed edges and its white foamy tips which appear prepared to strike at any instant. The wave displays overwhelming power while the mountain stands motionless in the background. The artwork presents a dramatic and intense visual experience through its use of deep blues and soft whites and muted colors. The artwork achieves its excellence through the perfect combination of active elements and motionless components. The artwork creates a dual effect by allowing you to hear the wave's loud sound while experiencing the serenity of the distant mountain. The artwork presents a narrative through its combination of shapes and colors and energetic elements.

The artwork has consistently drawn my attention more than any other artistic piece I have encountered. The artistic combination of the turbulent wave and serene mountain creates a deep emotional connection with me. The artwork shows me how life becomes chaotic but I maintain stability through certain elements. The artwork expresses multiple emotions through natural elements instead of using words or facial expressions to create a powerful effect. The artwork presents an authentic portrayal of life because it demonstrates how overwhelming situations can exist alongside stable elements and complete equilibrium. The Great Wave artwork connects with me because it depicts my typical experience of handling schoolwork and professional responsibilities and personal life responsibilities. The artwork shows how I maintain forward progress through the combination of my active life with my stable foundation.

I would use this artwork to teach middle school students about perspective and emotional expression during social studies or art classes. The artwork presentation should begin with student observations about their emotional responses to the piece followed by their interpretation of the depicted story. The discussion would focus on Japanese cultural aspects from Hokusai's time while explaining how artistic expressions mirror the realities of everyday life. Students should create their own "wave" artwork which represents their life's dominant force together with their stabilizing element. Through this activity students will learn about artistic expression of emotions and personal storytelling and cultural representation. The artwork demonstrates that artists can express themselves through visual elements instead of using words.

 

 

 

 24

Mona Lisa

Lucas Miranda 

Leonardo da Vinci’s iconic painting, The Mona Lisa, is seen as the most celebrated artwork in the world. Painted sometime between 1503 and 1519 during Leonardo’s time in Florence, the portrait now hangs in the Louvre Musuem in Paris. The art piece portrays a seated woman set against an atmospheric landscape, done with Leonardo’s iconic technique that blends tones, with softened edges. Her expression blends a smile with a gaze that creates a sense of mystery that has interested millions of viewers. It has been and will remain a fascinating piece.

            I chose this piece because it represents far more than just a famous artwork. The Mona Lisa symbolizes both expression and curiosity, making it iconic. Her smile and look have always intrigued me because no one has ever revealed exactly what she’s feeling. This mystery showcases the kind of beauty that goes beyond the appearance of an art piece.

            I would use the Mona Lisa to teach a lesson to a middle school class by using it as a method to show students how to communicate their feelings and emotions through art. I would mention the importance of the Renaissance period and discuss how Leonardo da Vinci gained popularity through his various techniques. Ultimately, this painting can have anyone interested and curious.

 

 

 

25

 

 The Garden of Earthly Delights 

Lyndsay Miller

The Garden of Earthly Delights, painted by Hieronymus Bosch around the 16th century, is a 3-panel art piece full of imagery. The far left panel illustrates an ideal Garden of Eden. Adam and Eve are standing with G-D in a paradise full of oversized plants and gentle animals. The middle panel transitions into chaos. It is full of hundreds of nude figures, bizarre looking creatures, oversized fruit and interesting landscapes. This middle panel represents earth being taken for granted. The right panel shifts to darkness. This can be depicted as almost a vision of Hell. The bodies are being tortured, there are monstrous beings, broken structures, and just an unsettling feeling. The painting as a whole represents a journey from purity and peace to temptation to ultimately consequence.

I chose this piece because of how visually complex and intriguing the painting is. It is more than just a picture, it tells a whole entire story. Unlike many traditional other artworks, the imagery in the painting almost feels modern. The story it tells belongs both to the medieval world and our world right now. The painting as a whole captures the human experience and this really stood out to me. There are symbols and hidden meanings within every panel of the painting. No other artwork I looked at had the same attention to detail as this one.

I would use this artwork in a high-school or middle-school classroom to teach the concept of symbolism and visual storytelling. The students could analyze the triptych in its 3 separate sections as well as the story it tells as a whole. Students could also be inspired by this triptych to create their own. This exercises their creativity and freedom as well as visual story telling skills.

 

 26

  

The Starry Night 

  

Bryce Fitzgerald

The artwork I chose is The Starry Night by Vincent van Gogh, painted in 1889. The painting shows a small village at night, resting quietly under a sky filled with swirling blue clouds, bright yellow stars, and a glowing crescent moon. The tall, dark cypress tree in the foreground stretches upward, almost as if it is reaching into the sky. Van Gogh used thick, expressive brushstrokes that create a sense of movement, making the sky feel alive and full of energy. The entire scene blends calmness and intensity, as if the world is peacefully dreaming beneath a sky that refuses to stay still.

I chose The Starry Night because it is one of the first artworks that made me feel something deeper than just admiration. Even though it was painted over a century ago, the emotions behind it still feel powerful and relatable. The mix of calm and chaos in the sky reminds me that it is okay to feel conflicted or overwhelmed, yet still find beauty in those moments. This piece is significant to me because it captures the idea that emotions—whether joyful, confused, or painful—can create something meaningful when expressed honestly. Van Gogh painted it from the heart, and that sincerity inspires me to do the same in my own life.

If I were to teach a lesson using The Starry Night in a 7th-grade classroom, I would use it to help students understand how art can express emotions when words are not enough. I would begin by showing the painting and asking students what feelings they notice in the sky and the village. Then, I would connect the discussion to a writing activity where students create a short paragraph or poem expressing an emotion through imagery, just as Van Gogh used swirling lines and bold colors to express his feelings. This would help students practice descriptive writing and emotional awareness while learning that creativity is a powerful tool for communication.

 

 

 

27 

 The Scream

Gabby Barnett

The Scream by Edvard Munch shows a figure standing on a bridge, holding their face and opening their mouth in a silent cry. The sky is painted with wild, wavy lines of red, orange, and yellow, while the water and land swirl in blues and greens. Two small figures walk in the background, but they seem far away and calm. The main figure looks almost like a ghost or a shadow, with no clear details, just fear and panic.

I chose this piece because it shows emotion in a very direct and powerful way. The painting doesn’t try to look realistic; instead, everything is twisted to show anxiety and fear. It’s significant to me because it reminds me that art can express feelings that many people share but don’t always talk about, like stress, worry, or feeling overwhelmed. I like the mix of abstraction and realism in this painting, as it is both clear, and unclear what it is portraying.

To teach a lesson with The Scream, I would use it in a middle school health class. I’d show the painting and ask students what emotions they see and how they can tell. I'd go over the complexity of stress, and how it can feel to take over one's whole world as it does in this painting. Then we would talk about healthy ways to handle big feelings like stress or anxiety. Students could draw or write their own “emotion picture” to show how they feel on a tough day and discuss coping strategies.

 

 

 

 28

The Starry Night  

 

Max Kletsman

The artwork I chose is The Starry Night (1889) by Vincent van Gogh, a swirling nighttime landscape painted from his window at the Saint-Rémy asylum. The piece features a dramatic sky filled with bold, spiraling strokes of blue and yellow, creating a sense of movement that feels almost alive. Below the sky sits a quiet village, its stillness contrasted with the sky’s intense motion. A tall, dark cypress tree rises in the foreground, connecting the earth to the sky in a way that anchors the composition. The brushwork is expressive rather than realistic, making the painting feel emotional, dreamlike, and full of energy.

I chose this piece over all others because The Starry Night has always represented the intersection of chaos and calm in a way that resonates with me personally. Even when my own life feels busy or overwhelming, the painting reminds me that beauty can exist within movement and uncertainty. Van Gogh painted it during one of the most difficult periods of his life, yet he still created something full of awe and imagination. That contrast—between struggle and creativity—makes the work especially meaningful to me. It inspires me to see challenges as part of a larger, more dynamic picture rather than as obstacles that define me.

If I were to use this artwork to teach a lesson, I would design a middle-school interdisciplinary class that combines art and emotional literacy. First, students would analyze the painting’s colors, lines, and movement, discussing how van Gogh uses visual elements to express feelings. Then, I would have students create their own expressive landscapes that reflect a mood or memory, helping them understand that art can communicate emotions in ways words sometimes cannot. This lesson would teach students not only about composition and art history, but also about expressing themselves constructively and understanding the emotions conveyed through visual imagery.

 

 

  

 29

The Persistence of Memory by Salvador Dalí

 

 Nacho Serra Sanchez

Salvador Dalí’s painting The Persistence of Memory shows a dream like scene with melting clocks. The clocks look soft, like they are dripping over a tree branch and a strange creature. In the background, there is a calm sea and cliffs under a hazy sky. The whole painting feels still, strange, and unreal.

I chose it because it makes me think. It’s not a normal picture of a place it feels like a dream. Dalí painted time as something soft and melting, which is a creative and interesting idea. It reminds me that art can be about imagination, not just reality. This painting encourages me to see things differently.

I would use this in a middle or high school art or English class. We could talk about what the melting clocks might mean like how time feels when we are bored or dreaming. Then, I’d ask students to create their own surreal drawing or short story about an abstract idea, like low time or a weird dream. This helps them connect art with creativity and personal expression.

 

 

30

The Blue Boy by Thomas Gainsborough

 

John Hoffman

The Blue Boy by Thomas Gainsborough is an oil painting created around 1770. It shows a young boy standing confidently, dressed in an elegant blue satin outfit with detailed fabric that almost looks like it’s moving. The background is soft and natural, with muted browns and greens that make the blue clothing stand out even more. The light reflects off the boy’s clothing, highlighting the texture and richness of the fabric, while his posture feels calm but self assured. Even though the painting is over 250 years old, it feels surprisingly alive, as if the boy could step out of the frame at any moment. Gainsborough’s use of color, especially the bold blues against the darker background, is what makes this piece so striking and memorable.

I chose The Blue Boy because it has stayed with me for as long as I can remember. My grandparents used to take me to the Huntington Museum in California when I was really young, and this was always one of the pieces that stopped me in my tracks. Even as a kid, I remember being fascinated by how powerful and elegant the painting felt. There was something about the confidence of the boy and the richness of the blue that made it impossible to ignore. Over the years, every time I’ve seen it again, it’s felt familiar, almost like running into an old friend. This painting represents not just great art to me, but time spent with my grandparents, early memories of museums, and the feeling of discovering something beautiful before fully understanding why it mattered.

If I were to use The Blue Boy to teach a lesson, I would use it with upper elementary or middle school students to explore confidence, self expression, and observation. I would start by asking students what they notice first about the painting and how the boy’s posture and clothing make them feel. We would talk about how artists can communicate personality and emotion without words, just through color, body language, and setting. Then, I would have students create their own portrait that reflects how they see themselves or how they want to be seen, focusing on clothing, color choices, and posture. This lesson would encourage students to think about identity and self expression while showing them how art can capture more than just a person’s appearance, it can capture a feeling, a moment, or even a memory.

 

 

  31

 

Emotional Accountability and Loss in Ariana Grande’s “ghostin” 

 

Lyfe Daniel

The piece of art that I want to talk about is Ariana Grande’s song “ghostin”. Ariana Grande's "ghostin," from her 2019 album Thank u, next, is a pop ballad that highlights an emotional vulnerability above detailed production. The song features a kind of slow and restrained beat, and airy and light vocals that create a sense of closeness and emotional vulnerability allowing the lyrics to carry her story. The song's message is addressed directly to Ariana's current boyfriend, as she admits that the memory of someone she lost continues to consume her thoughts and feelings. The "ghost" in these terms represents the presence of that previous relationship, which keeps her from being fully present and emotionally available in her current one. In the lyrics, she clearly has shame and awareness, by acknowledging that her unresolved loss causes pain and distance in her current relationship. 

I believe that I’m really interested in this because rather than portraying this situation as exciting or romantic, the song shows it as heavy and unsettling, stressing the emotional effects of carrying unresolved grief into a new relationship. And I am a sucker for some real ass relatable shit! I think an usual way this type of message would be portrayed, would be way more romanticized especially my current generation. I think we take the idea of still being caught up in our past as a funny, cute, and obsessive “quirk” when in reality it isn’t. And that's not to say that it is an easy thing either to get over someone, which this song shows very well, but it shows it doesn’t have to be so “glammed up” to be relatable. It reflects a morally complex emotional state that is rarely addressed openly in mainstream music. Instead of painting love as something that can easily replace what came before, the song recognizes that grief does not go away simply because a new relationship begins. What makes this piece stand out to me is Ariana's failure to rationalize her actions, she doesn't sugarcoat, she honestly states that loving someone new while mourning someone else is cruel and emotionally destructive. The situation may appear small that frequently goes unaddressed, but it is simply this quiet, everyday and normal, could happen to anyone, aspect that gives it weight.

I would most likely discuss this piece in a psychology class, which is a subject I enjoy a lot. In a psychology classroom, "ghostin" could be used to teach issues like grieving, attachment, and emotion regulation. In a developmental or social psychology course, students could use the lyrics as a case study of unresolved sorrow and its effects on interpersonal relationships so they could better grasp the emotional turmoil shown in the song. They could also discuss or write about psychological theories like attachment styles or the grieving process. Using psychological theories and applying them to real-life emotional experiences, improving comprehension and critical thinking skills.